Training Critical Use of AI
In certain educational programs, it is already necessary and uncontroversial to train students in using various AI tools that are, or are becoming, essential within relevant professional and research fields.
However, the widespread, rapidly increasing use of generative AI among students does not necessarily benefit their learning. Most students (and their teachers!) still lack a basic AI literacy that allows them to independently and competently reason about the pros and cons of working methods that include elements of generative AI in a given context.
By allowing students to work on tasks that involve the use of AI, teachers can help establish a critical, evaluative approach among students towards various AI tools and the material generated by them. This can foster discussions about the technology’s possibilities and limitations, thereby contributing to the development of students’ AI literacy.
Questions to Develop AI Literacy
Below are examples of questions that students may need to address.
Basic Knowledge
- What is artificial intelligence (AI) and how does it differ from human intelligence?
- What are the basic principles of how generative AI works?
Rules and Ethical Issues
- What ethical considerations regarding AI are relevant in this context, especially concerning privacy and bias?
- How can we ensure that AI systems are fair and non-discriminatory?
- What are the institution’s guidelines and ethical considerations regarding the use of generative AI in coursework and examinations?
- In what ways can I use generative AI to enhance my learning without compromising academic integrity?
Development of Good Practices
- What are the main benefits of using AI in the current context? Are there clear drawbacks?
- Why is it important and necessary not to use generative AI in a specific context (e.g., the current course or assignment)?
- What skills and knowledge should I develop to effectively use generative AI in my studies?
- How can I balance the use of generative AI with traditional study methods?
- How can I critically evaluate and verify the information generated by AI tools?
- How can I use generative AI to develop my own ideas and arguments instead of just relying on AI-generated content?
- How can I ensure that the material I create with the help of generative AI does not violate copyright rules?
- How should I reference material generated by AI?
- Can generative AI be listed as a co-author of articles, etc.?
- What are the potential risks of relying too much on generative AI in my academic work? In the short term? In the long term?
- How can I contribute to the responsible use of generative AI?
Of course, no single course can cover all these aspects. However, within the framework of a program and/or a subject’s courses, from the introductory level up to master’s and doctoral education, it may be possible to coordinate course designs, assignments, and examinations so that all students, upon completing their studies, have had to work with all, or most of, the above points.
Examples
Here are links to articles, etc., that describe examples of how AI use has been integrated into teaching
Andreas Stokke, Mounir Karadja, Enhancing Student Discussions with AI: Integrating ChatGPT into Humanities and Social Sciences SeminarsVirignia Grande m.fl., Student Perspectives on Using a Large Language Model (LLM) for an Assignment on Professional Ethics, 2024Chrissi Nerantzi m.fl., 100+ Creative ideas to use AI in education, 2023Incorporating Generative AI in Teaching and Learning: Faculty Examples Across Disciplines, Columbia University